Behavioral Objectives and Teaching Strategies

BEHAVIORAL OBJECTIVES AND TEACHING STRATEGIES 4

BehavioralObjectives and Teaching Strategies

Attentiondeficit hyperactivity disorder (ADHD)

Thisneurodevelopmental psychiatric disorder is associated with a serioushyperactivity, attention, and impulsive behaviors that are unsuitablefor a person of given age. Students suffering from this conditionoften have poor performance in school, as well find it difficult tolearn in a regular environment classroom. In some cases, personssuffering from this condition may have speech and concentrationdifficulties. The best teaching strategy that can assist ADHDstudents to their brain functions includes using mnemonics for basicretention information that occurs in a long process. In addition,teaching the students in a quiet learning environment can alsoimprove their understanding capability (Suls, 2010).

Thebest practices for preventing cancer include seeking frequent medicalhealthcare services, refraining from dangerous diseases such assharing IV needles and practicing safe sex, getting immunized againstinfections such as HPV and Hepatitis B, protecting oneself againstdirect sun exposure, maintain healthy weight, and refraining fromsmoking (Suls, 2010).

Thebest strategies to prevent diabetes include enhancing availability ofhealthy diets educating people on the significance of takingbalanced health diets, regularly exercising, and refraining fromsubstance abuse such as alcohol since it can damage vital digestionorgans such as the liver (Suls, 2010).

Lastly,humans can reduce cardio-vascular disease infection through healthydieting, consuming large quantities of fruits and vegetables, regularexercising to reduce cholesterol, creating daily food menus, miningsodium in diets, and selecting low-fat protein sources (Suls, 2010).

Themost suitable behavior teaching strategy that can assist that targetstudents can use to attain effective knowledge to prevent cancer,diabetes, or cardio-vascular diseases include using case studies. Theefficiency of the case study can also improve if they learn in ahospital environment where they are interacting with actual patients(Suls, 2010). Besides, experienced doctors in each of the targetdiseases should guide the students in the case studies’ evaluation.

References

Suls,J. M., Davidson, K. W., &amp Kaplan, R. M. (2010). Handbookof health psychology and behavioral medicine.New York: Guilford Press.